Student Support/Success Archives - Page 4 of 5

NYA:WEH – Part 1

Posted on January 11, 2019 by soniajakji

The NYA:WEH program is “a ‘stay in school’ initiative, to assist and support First Nation, Métis, and Inuit students in elementary and secondary education. “NYA:WEH is responsible for empowering Indigenous students toward success, through personal, social, and culturally based educational support” (niwasa.ca). NYA:WEH is offered under Niwasa Kendaaswin Teg at 3 elementary schools and 5 […]

NYA:WEH – Part 2

Posted on December 27, 2018 by soniajakji

The Nya:weh program is “a ‘stay in school’ initiative, to assist and support First Nation, Métis, and Inuit students in elementary and secondary education. NYA:WEH is responsible for empowering Indigenous students toward success, through personal, social, and culturally based educational support” (niwasa.ca). Nya:weh is offered under Niwasa Kendaaswin Teg at 3 elementary schools and 5 […]

Native Nursing Entry Program

Posted on December 19, 2018 by Melissa Oskineegish

Melissa Oskineegish interviews the program coordinator Joy Niemenen and Elder Dolores Wawia about Lakehead University’s Native Nursing Entry Program (NNEP). The NNEP is a nine-month preparation program that helps Indigenous students gain the necessary skills and academic requirements needed to enter the nursing degree program at Lakehead University in Thunder Bay, Ontario.

Billie Allan

Posted on August 10, 2018 by Evangeline Clifton

Indigenous specializations in Social Work/ Indigenous Circle at the University of Victoria, in Victoria BC. ” The Indigenous circle would like to acknowledge and thank the Lekwungun and Esquimalt people for allowing us to live, love and learn on their traditional territory. We would like to thank you for your interest in the Indigenous specializations […]

Indigenous specializations in Social Work/ Indigenous Circle at the University of Victoria, in Victoria BC.

”

The Indigenous circle would like to acknowledge and thank the Lekwungun and Esquimalt people for allowing us to live, love and learn on their traditional territory. We would like to thank you for your interest in the Indigenous specializations BSW and MSW programs. The School of Social Work Indigenous specialization provides a number of initiatives that are designed to promote Indigenous helping and healing practices and to strengthen collectivity within urban and rural communities. Our Indigenous and Indigenous child welfare undergraduate degree and Master degree programs provide students with the opportunity to explore culturally relevant social work practices. We believe that all Indigenous children should be safe, and as such we are committed to offering courses that recognize the history of Indigenous child welfare in Canada. To better serve our students, we have developed opportunities for distance education students across Canada to access our Indigenous academic programs online. We look forward to meeting each and every one of you.” from https://www.uvic.ca/hsd/socialwork/indiginit/index.php

Stratégie Mikimo – Service de développement des compétences du Centre d’amitié autochtone de Val-d’Or

Posted on August 8, 2018 by Nancy Crépeau

Le Service de développement des compétences a vu le jour en 2008 et vise à réduire les obstacles des Autochtones pour accéder à la vie socioéconomique. Pour ce faire, les participants des divers groupes d’âge ont accès à différents parcours individualisés ou de groupe pour atteindre leurs buts. Par exemple, le parcours Madjimakin (qui signifie accroche-toi), vise des jeunes âgés entre 18 et 29 ans confrontés à des enjeux socio-économiques importants. Cette démarche individuelle favorise le développement des compétences de la vie qui les amènent à élaborer un projet d’action (éducatif, professionnel, créatif, entrepreuneurial). D’autres mesures vont plutôt accorder une importance à la vie de groupe, comme c’est le cas pour le parcours Odabi (qui signifie «aube» en langue algonquine), qui a pour but d’amener les participants (de 16 ans et plus) à développer des compétences essentielles et professionnelles et éventuellement à accéder à des métiers semi-spécialisés selon leurs domaines d’intérêts (minier, forestier, industriel, commercial, institutionnel). Le parcours Wabidjan (qui veut dire «montre-moi» en langue algonquine) permet un jumelage compagnon et apprenti dans les domaines touristique et de l’hôtellerie en vue d’acquérir de l’expérience de travail. Le parcours Tciman est orienté vers les personnes prêtes à l’emploi mais qui sont confrontées à des difficultés à accéder au marché du travail. Pour ces parcours de groupe, des ateliers et de stages rémunérés sont proposés aux participants. Ainsi, le Service de développement des compétences peut rejoindre les différents profils d’individus avec sa stratégie Mikimo (qui signifie «il/elle travaille» en langue anicinabe), lancée en juin 2017, pour préparer les Autochtones de tous les âges qui souhaitent entrer sur le marché du travail par l’entremise de différents parcours énumérés ci-haut. Compte tenu des écarts importants entre le taux d’emploi des autochtones et des allochtones en région valdorienne, il y a une opportunité de transformer le monde du travail, en développant les compétences des individus. La stratégie Mikimo est menée par le Centre d’amitié autochtone de Val-d’Or, en partenariat avec la Formation générale aux adultes, la Commission scolaire Western Québec, la Chambre de commerce de Val-d’Or, l’Université du Québec en Abitibi-Témiscamingue et le réseau DIALOG. Les instigateurs de la stratégie anticiper soutenir 250 autochtones au cours des quatre prochaines années.

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Références pertinentes

Rouillard, S. (2017, 13 décembre). Stratégie Mikimo : aider les Autochtones sur le marché du travail. Le Citoyen. Val-d’Or. Repéré à https://www.lechoabitibien.ca/actualites/2017/12/13/strategie-mikimo–aider-les-autochtones-sur-le-marche-du-travail.html

Centre d’amitié autochtone de Val-d’Or. (2008). Le Cahier du Centre, vol. 26, no. 3, septembre. Repéré à https://www.caavd.ca/uploads/2/7/8/7/27879591/cahier_septembre_2008-web.pdf

Centre d’amitié autochtone de Val-d’Or. (2010). Rapport annuel 2009-2010. Repéré à https://www.caavd.ca/uploads/2/7/8/7/27879591/caa010.rapportannuelfr.final-web-2.pdf

Centre d’amitié autochtone de Val-d’Or. (2011). Rapport annuel 2010-2011. Repéré à https://www.caavd.ca/uploads/2/7/8/7/27879591/caavd-rapport_2010-2011_fr-web.pdf Centre d’amitié autochtone de Val-d’Or. (2012). Rapport annuel 2011-2012. Repéré à https://www.caavd.ca/uploads/2/7/8/7/27879591/caavd_rapport_2011-2012-fr-screen.pdf Centre d’amitié autochtone de Val-d’Or (2013). Présentation des participants à tour de rôle lors de la 4e cohorte d’Odabi. Repéré à https://www.youtube.com/watch?v=ndazJa-5qoU Centre d’amitié autochtone de Val-d’Or (2013). Présentation du projet Odabi. Repéré à https://www.youtube.com/watch?v=Wv6SxmXkro8 Centre d’amitié autochtone de Val-d’Or. (2013). Rapport annuel 2012-2013. Repéré à https://www.caavd.ca/uploads/2/7/8/7/27879591/rapport_annuel_caavd_2012-2013_fr.pdf Centre d’amitié autochtone de Val-d’Or. (2014). Rapport annuel 2013-2014. Repéré à https://www.caavd.ca/uploads/2/7/8/7/27879591/rapport_web.pdf

Centre d’amitié autochtone de Val-d’Or. (2015). Rapport annuel 2014-2015. Repéré à https://www.caavd.ca/uploads/2/7/8/7/27879591/rapport_web_2015.pdf

Centre d’amitié autochtone de Val-d’Or. (2016). Rapport annuel 2015-2016. Repéré à https://www.caavd.ca/uploads/2/7/8/7/27879591/rapport_annuel_2016_reduit.pdf

Centre d’amitié autochtone de Val-d’Or. (2017a). Rapport annuel 2016-2017. Repéré à https://www.caavd.ca/uploads/2/7/8/7/27879591/rapport_annuel_2017.pdf

Centre d’amitié autochtone de Val-d’Or. (2017b). Accueil. Repéré à https://www.caavd.ca/

Deshaies, T. (2017, 13 décembre). Une nouvelle stratégie pour augmenter l’employabilité des Autochtones dans la Vallée-de-l’Or. Radio-Canada. Val-d’Or. Repéré à http://ici.radio-canada.ca/nouvelle/1073034/emploi-autochtones-mrc-vallee-de-or-abitibi

‘Su’luqw

Posted on July 31, 2018 by Sara Fulla

‘Su’ luqw ‘a’ Community Cousins are Aboriginal Students attending Vancouver Island University. As mentors, the cousins work together as a team and put ideas together to bring events and programs to the Aboriginal student community! ‘Su’luqw’a’ are passionate about health, wellness and culture. We join the program with intentions to support Aboriginal students, create a […]

Matawa Learning Centre

Posted on by Janine Landry

The Matawa Learning Centre uses a holistic approach to education in order to help young Indigenous learners from the Matawa Communities in Northern Ontario.

Janine Landry speaks with Brad Battiston (Principal) & Jackie Corbett (Vice-Principal) of the Matawa Learning Centre The Matawa Learning Centre uses a holistic approach to education in order to help young Indigenous learners from the Matawa Communities in Northern Ontario. The program has educators that help students achieve graduation as well as cultural support, mental health workers, nutrition workers, physical activity coordinators, and around the clock workers to help support the youth in a wrap-around approach that centres the learner’s well-being.

Community Education Programs at Regina Treaty Status Indian Services (RTSIS)

Posted on June 17, 2018 by Yvonne Benjoe

Erica Beaudin has been the Executive Director of the Regina Treaty Status Indian Services since 2007 and she discusses the importance of the organization’s community education programs.

The Regina Treaty Status Indian Services (RTSIS) is an organization owned by the Touchwood Agency Tribal Council and the File Hills-Qu’Appelle Tribal Council. RTSIS is the only Indigenous owned services agency providing services for Urban First Nations and First Nations transitioning to and from reserve. RTSIS is committed to honouring the Treaty and inherent rights of Indigenous people in Treaty Four territory by offering a variety of programs and training opportunities which support each nation’s language, culture, and identity. Specifically, their community based education programs include: the Red Feather Youth Integration Program, which supports youth transitioning from the criminal justice system and reintegrating into society; the Treaty Four Education Centre offers adult education with individualized learning plans based on interests and abilities; and the Indian Residential School Resolution Health Support Program addresses emotional health and wellness through both front-line services as well as through workshops on suicide prevention, parenting skills, intergenerational addictions, etc. For more information about RTSIS and their programs please visit http://fhqtc.com/rtsis/.

Saskatchewan Urban Native Teacher Education Program (SUNTEP)

Posted on May 22, 2018 by Heather O'Watch

SUNTEP is a teacher education program that focuses on Métis education and student success.

Janice Thompson is the Program Head for the Saskatchewan Urban Native Teacher Education Program (SUNTEP). SUNTEP is a four-year, fully accredited Bachelor of Education program offered by the Gabriel Dumont Institute in cooperation with the Ministry of Advanced Education, the University of Regina, and the University of Saskatchewan. Prospective students can find campuses located in Saskatoon, Prince Albert, and Regina. The education program is designed around Métis education, cultural revitalization, and language reclamation. The program’s foundations are centered around relationships, academic and personal supports, and land-based learning. Currently, SUNTEP is the only post-secondary academic program in the country that offers Michif as an approved language credit. Thompson believes that, like First Nations education, Métis education needs to be mandated by the province so that Métis history, identity, language, and culture are no longer an after-thought. Equality in education means that our education system must be inclusive of all Indigenous groups, Inuit, Métis, and First Nations, and be mandated by our provincial government.

Land-Based Programs Offered by the Treaty Education Alliance

Posted on by Yvonne Benjoe

Lori Whiteman, Executive Director of the Treaty Education Alliance, describes their land-based programs and services.

The Treaty Education Alliance (TEA) offers educational programs and services for schools and communities. With funding from INAC they are able to serve K-12 schools using an inherent and Treaty Rights-Based Approach. The Alliance aims to increase student retention, numeracy, literacy, and community engagement. The Learning the Land program builds land-based learning capacity for teachers while working alongside language keepers and local Knowledge Keepers. The Alliance also partners with the Nature Conservancy of Canada and Outbound Canada for their programs. To learn more about their programs please review their resources below.

Check out Learning the Land website for educational initiatives undertaken to exercise the inherent and treaty rights to education.

In partnership with Outward Bound Canada, the Treaty Education Alliance offers Field Leader Training as professional development opportunities for teachers and affiliated schools. Check out this video!